Introduction: For the introduction, student N will read a familiar text that he has read before.

We will work on the same concepts (i.e. reading through words, word segmentation, one to one correspondence, and phoneme isolation etc.) as we did on the previous lesson. We will briefly discuss the story elements of this text, as we have previously, to support him in retrieving concepts of title, author, setting, character, problem, and solution. Objectives: Michigan Content Expectations o R.NT.m7.P.EG.O3a-Answer simple questions such as, who what, or where, related to simple story elements in narrative text (e.g. motivations, conflict, setting, story sequence). o R.WS.m7.SI.EG01a- Use a variety of structural and context cues to recognize words paired with pictures and/or objects (e.g., letter/sound including initial and final common blends, word families including single and multiple syllables). IEP goal: N will demonstrate basic word study and metacognitive skills. o Objective: N will independently read level 11 books (in accordance with the Rigby Assessment scale) with 90% accuracy o Objective: N will identify and discuss story elements within a text (title, author, setting, characters, problem, & solution) with 90% accuracy, given no more than 2 verbal prompts.

Materials: Familiar text (Brave Triceratops by Beverly Randell) New text (Father Bears surprise by Beverly Randell) Laminated story elements worksheet (see attached) Dry-erase marker

Provided accommodations and lesson adaptations if needed: Clothespin to act as a spaceman to help remind N to use spaces when writing Pointer finger to encourage one to one correspondence and word isolation Highlighter tape to identify important story elements Structured Work System with the utilization of PECS (Picture Exchange Communication System) to assist in task visualization: (what work, how much work, how do I know I am finished, what do I do when I am finished) Ipad game (Peace Pond- a perseverative interest of the student) to be utilized as task motivation and reinforcement

Lesson:

Cameron 2

I will introduce the lesson by first explaining to N that we are going to be reading a new book, Father Bears surprise. I will ask him if he can tell me the title, and remember what job the author does (writes the book), and if he can identify the author for our new book. I will have him use highlighter tape to highlight the title and author, as this will help him later on with his worksheet. During this time, I expect N to show me he is engaged by looking at me, referencing the book, and answering my questions. He will also be expected to use an appropriate voice, and stay on task. After the introduction to the new book, I will show N the worksheet and go over the title, author, characters, and setting. I will explain to him that we are going to use highlighter tape whenever we run into any of these things in the book. We will then begin to read the book. I expect N to read the book with an appropriate voice, volume, and with accuracy. When or if stuck, I will give him a verbal prompt to sound out the word, go back and check, or read all the way through the word. After the verbal prompt I expect him to check or try the word independently. I will also ask that he use his pointer finger to help him with one-to-one correspondence. During the reading I will prompt N to notice different characters (Father Bear, Mother Bear, etc.) and settings. When coming across these things, we will briefly note them by putting highlighter tape over the words. N will be able to use the highlighter tape appropriately to highlight characters and setting with few prompts. After reading, N will complete the story elements worksheet. He will do this by referencing the highlighter tape in the book. I will be prompting N and asking questions to help him complete this task. While completing the worksheet, I expect N to show me he is engaged by answering the questions as best he can. He will be able to use the highlighting tape in the book to help him answer the questions. N will be writing his own answers with as few prompts from me as possible. Closing: For closing, I would typically have N related what we learned and apply it to his own life or explain to me what he learned during the lesson. However, due to N s difficulty with receptive and expressive language, I believe it would be best to modify this task by simply having him re-read and restate the story elements in which he documented on the Story Map. I will continue working on the skills from this lesson in future lesson with new books, and document his progress to see his growth and what he has learned.